228 results
Search Results
2. Education Excellence Everywhere White Paper.
- Subjects
BRITISH education system ,EDUCATIONAL change ,TEACHER recruitment ,EDUCATION ,SELF-efficacy in students ,ACADEMIES (British public schools) ,PRIMARY education ,SECONDARY education - Abstract
The article offers information on the eight chapters of the white paper "Educational Excellence Everywhere," that was published on March 17, 2016. Topics discussed include the education excellence base on the capacity to improve and performance in England, the recruitment of talented teachers, and the empowerment of parents, communities and pupils of high performing maintained primary and secondary schools towards the academisation by 2020.
- Published
- 2016
3. In pursuit of social democracy: Shena Simon and the reform of secondary education in England, 1938–1948.
- Author
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Ku, Hsiao-Yuh
- Subjects
EDUCATIONAL change ,DEMOCRACY & education ,BRITISH education system ,SECONDARY education ,TEENAGERS ,HISTORY ,TWENTIETH century ,HISTORY of education - Abstract
Shena Simon (1883–1972), a leading English socialist and educationist, actively called for the reform of secondary education in the 1930s and 1940s in order to bring the ideal of ‘equality of opportunity’ into the English educational system. This paper explores the continuity and changes in Simon’s proposed reforms in relation to her ideals of social democracy from the appearance of the Spens Report (1938) to the publication of her book,Three Schools or One?(1948). In addition, Simon’s transnational visits to the Soviet Union, the USA and Scotland, as well as the impact of her international and comparative perspectives on different educational systems on her policy agenda, are also examined. It concludes that as many policy issues shown in the current paper continue to be debated, Simon’s democratic ideals and discourses are still relevant in the present and suggest implications for the future of secondary education in England. [ABSTRACT FROM PUBLISHER]
- Published
- 2018
- Full Text
- View/download PDF
4. Fighting for social democracy: R.H. Tawney and educational reconstruction in the Second World War.
- Author
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Ku, Hsiao-Yuh
- Subjects
EDUCATIONAL change ,SOCIAL democracy ,20TH century British history ,BRITISH education system ,EDUCATION policy ,SECONDARY education ,EDUCATION costs ,GOVERNMENT aid to education ,TWENTIETH century ,HISTORY - Abstract
R.H. Tawney (1880–1962), a leading English economic historian and prominent socialist, was vigorously involved in educational reconstruction during the Second World War. For Tawney, the war was a war for social democracy. His ideals of social democracy formed a basis for his case for Public (independent) School reform and free secondary education for all. Despite this, the connection between Tawney’s ideals and his perspectives on educational issues has not been addressed fully by historians and thus there has been a lack of a proper explanation for his often criticised sympathy for the public schools and his indifference towards the multilateral school. Hence, this paper aims to re-examine the link between them in greater depth. It concludes that, according to Tawney’s ideals of social democracy, the abolition of the public schools was not necessary for the establishment of a democratic educational system. Moreover, Tawney did not launch an attack on the tripartite system proposed by the Norwood Report of 1943 since it was not against his ideal of equality as long as different secondary schools were equal in quality and status. Equality, he believed, must be advanced through the raising of the school leaving age to 16 and the abolition of fees in all secondary schools. Thus, he laid more emphasis on the school leaving age and tuition fees than on the multilateral school. In brief, on various issues pertaining to secondary education, Tawney’s opinions and actions were deeply grounded in his distinctive ideals of social democracy. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
5. The Importance of Teaching: the White Paper in detail.
- Subjects
EDUCATIONAL change ,TEACHERS' unions ,EDUCATION policy ,BRITISH education system ,POLITICAL attitudes - Abstract
The article focuses on the White Paper, "The Importance of Teaching," which outlines school system reforms in Great Britain. The reaction of teachers' unions is noted. The White Paper's foreword which includes explanations from the Prime Minister David Cameron and Deputy Minister Nick Clegg is discussed.
- Published
- 2010
6. ENGLISH SCHOOL EXAMINATIONS.
- Author
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Turner, F. W.
- Subjects
TEST scoring ,EDUCATIONAL tests & measurements ,SECONDARY education ,BRITISH education system ,EDUCATIONAL planning ,EDUCATIONAL change ,GRADING of students ,RATING of students ,HIGH school students - Abstract
The article looks on the various aspects and characteristics of the First School Certificate Examination in secondary schools in Great Britain. The author presents the various aspects of the examination including its features and guidelines. The author points out that a high standard of grading has been implemented in order that the examination may follow and not guide the teaching in the schools. The researchers remarked on the issue concerning the length and type of examination papers. A suggested outline syllabus has been presented by the author.
- Published
- 1934
- Full Text
- View/download PDF
7. White Paper: key aspects of reform.
- Subjects
EDUCATIONAL change ,EDUCATION policy ,BRITISH education system - Abstract
The article mentions five points for improving a school system that are explained in Great Britain's White Paper on education reform.
- Published
- 2010
8. Hey teachers leave us kids alone? Can playtimes be enjoyable for all?
- Author
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Mroz, Maria and Woolner, Pamela
- Subjects
TEACHERS ,PRIMARY schools ,EDUCATIONAL change ,QUESTIONNAIRES ,BRITISH education system ,LEARNING ,SOCIALIZATION - Abstract
Playtimes in English primary schools are a perennial and mainly enjoyable event. They are, however, largely overlooked in educational reform and have experienced 'benign neglect'. The paper presents the findings from a research project which investigated the playtimes of primary school children. Questionnaire data gathered by pre-service teachers focused on children's views of playtimes, including the role of adults, and the children's use of playground space. Whilst generally positive about their playtimes, a minority of pupils find playtimes challenging. Pupils recognise the complexity and challenge of the social expectations of playtimes. This paper proposes that perhaps the time is right now to focus anew on playtimes to consider whether change should take place, why and how this change might be effected. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
9. Labour backbenchers warn of white paper revolt.
- Author
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Stewart, William and Mansell, Warwick
- Subjects
- *
EDUCATIONAL law & legislation , *EDUCATION policy , *BRITISH education system , *EDUCATIONAL change - Abstract
The article reports on warnings being given by Labour Party members in concern with the white paper released by the British government. A coalition of interests in the Parliamentary Labour Party is uniting against the paper and its proposed structural change education with new independent state schools and an end to local authorities' role as providers. The news came as an influential group of educationists castigated the Government for repeatedly introducing policies which were not properly evaluated, arguing that short-term political perspectives were driving policy-making.
- Published
- 2005
10. Are two heads better than one? System school leadership explained and critiqued.
- Author
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Simon, Catherine A.
- Subjects
EDUCATIONAL leadership ,SCHOOL administration ,SCHOOL principals ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL change ,INFANTS ,ELEMENTARY education ,EVALUATION - Abstract
‘System leadership’, as applied to the running of schools, refers to a form of leadership that extends beyond a single institution, where headteachers work with establishments other than their own. This approach is predicated on certain beliefs about the role and purpose of collaborative school leadership and management in a marketised system of state schooling and the benefits of a distributed and networked approach to school improvement. But what are the potential benefits and limitations of school system leadership? What normative interpretations of the system are best suited for purpose? This paper explores these issues with reference to the English school system, where system leadership is actively promoted by government through education policy and school reform. In order to do this, use is made of Gunter, H., D. Hall, and J. Bragg (2013. “Distributed Leadership: A Study in Knowledge Production.”Education Management, Administration and Leadership41 (4): 555–580.) framework of distributed leadership in schools. The framework identifies functionally normative, functionally descriptive, critical and socially critical positions in the school leadership literature. The paper concludes by putting forward potential alternatives to the largely functional policy narratives and solutions of recent decades, which are based on a broader understanding of ‘the system’. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
11. Changing headship, changing schools: how management discourse gives rise to the performative professionalism in England (1980s–2010s).
- Author
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Tseng, Chun-Ying
- Subjects
EDUCATIONAL leadership ,PROFESSIONALISM ,POWER (Social sciences) ,SCHOOL principals ,EDUCATIONAL change ,EDUCATION policy ,BRITISH education system - Abstract
This paper focuses on the discursive shifts of emphasis of school headship since the 1980s in England, and the ways in which the repositioning of head teachers has gradually transformed professional work and relationships in schools via a discourse of management. Specifically, the paper identifies a ‘trilogy of school headship in England’ to indicate a process by which school headship has been repositioned – from head teacher, to manager, and to leader from the Education Reform Act of 1988 onwards. Drawing primarily on policy texts, the construction, within policy, of a head teacher endowed with power, responsibility and freedom will be detailed. Informed by both Fairclough and Foucault’s conceptions of discourse, this paper concludes that as a policy technology management subjects head teachers to ‘a twin process of autonomization plus responsibilization’ within which they become the linchpin of the delivery chain of policy and play a key role in the formation of ‘performative professionalism’. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
12. The rise and decline of the International Baccalaureate Diploma Programme in the United Kingdom.
- Author
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Bunnell, Tristan
- Subjects
INTERNATIONAL baccalaureate ,EDUCATIONAL change ,EDUCATIONAL finance ,A-level examinations ,EDUCATION policy ,BRITISH education system ,UNIVERSITY & college admission ,SECONDARY education - Abstract
The three main programmes of the Geneva-registered International Baccalaureate (IB) have grown substantially worldwide over the past decade, although the programmes have found a natural ‘home’ in the United States. This paper charts the growth of the IB in the United Kingdom (UK) revealing that involvement there, mainly in England and mainly with the original pre-university Diploma Programme (IBDP), peaked at about 230 schools in 2010, but since then the IBDP has begun suddenly to decline. Yet, in no other country has there been a fall in IBDP provision. This paper offers some key explanations for this phenomenon, where a lack of funding and continued lack of university recognition in the face of Advanced Level (A-Level) reform and numerous ‘baccalaureate’ developments has led to many state-funded schools in particular dropping the IBDP. Thirdly, this paper discusses a number of implications, both for the IB itself and education in the UK in general. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
13. What is policy? 21 years later: reflections on the possibilities of policy research.
- Author
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Ball, Stephen J.
- Subjects
POLICY discourse ,EDUCATION & politics ,EDUCATIONAL change ,BRITISH education system ,SOCIAL reality - Abstract
This paper is a reflection onWhat is policy? Texts, Trajectories and Tool Boxes, which was first published in 1993, inDiscourse: Studies in the Cultural Politics of Education. It looks back to what the 1993 paper was trying to do and at some of the developments of the ideas first sketched there in my later work, in particular in the bookHow Schools Do Policy(2012). It also considers the continuing tensions between domination and agency, discourse and text, in policy research and the misuse of the concept of discourse in some policy analysis work. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
14. First count to five: some principles for the reform of vocational qualifications in England.
- Author
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Raffe, David
- Subjects
EDUCATIONAL change ,JOB qualifications ,EDUCATION policy ,EDUCATION ,EDUCATIONAL objectives ,BRITISH education system - Abstract
Vocational qualifications in England are undergoing another round of reform. This paper starts by reviewing the alleged weaknesses of English vocational qualifications, but argues that these do not necessarily establish a case for radical reform. The issue is not so much whether the system needs to be changed as the nature of the change that is needed. The paper argues for a more deliberative and incremental approach and proposes five principles upon which this should be based. These are the following: that the process of change is as important as the content of change; that institutions matter; that the purposes of reform need to be clear, consistent and realistic; that reforms should help to create a more unified qualifications system; and that the interests of the UK’s other home countries should be considered. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
15. Backbench rebellion against white paper.
- Author
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Stewart, William and Bloom, Adi
- Subjects
- *
EDUCATIONAL change , *EDUCATION , *POOR children , *CABINET officers , *BRITISH education system , *EDUCATION policy - Abstract
The article reports that backbenchers, ex-ministers and Estelle Morris, a former education secretary in Great Britain are opposing the government's white paper on education. They claim that the legislation for setting up independent trust schools would not be in favor of disadvantaged pupils. The ministers suggest that local authorities be given the power to stop schools expanding. According to the British Humanist Association trust schools would lead to segregation and sectarianism in education.
- Published
- 2005
16. What the papers say.
- Author
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Marshall, Michael
- Subjects
BRITISH education system ,EDUCATION policy ,MUNICIPAL services ,EDUCATIONAL change ,SCHOOL discipline ,ASSOCIATIONS, institutions, etc. ,HIGHER education - Abstract
Focuses on the media coverage of issues concerning education in Great Britain. Plan of the Labour party manifesto for public service reform in education and health; Emphasis given by the Conservative party manifesto on school discipline; Possible merger of Association of University Teachers and National Association of Teachers in Further and Higher Education.
- Published
- 2005
17. An independent inspectorate? Addressing the paradoxes of educational inspection in 2013.
- Author
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Baxter, Jacqueline Aundrée
- Subjects
SCHOOL inspections (Educational quality) ,SCHOOL rules & regulations ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL change ,BASIC education ,ADULTS - Abstract
Recent changes in the English education system have resulted in the September 2012 Inspection framework. To a far greater extent than its predecessors this schedule looks to create a stronger relationship between the inspection agency Ofsted (Office for Standards in Education), and to extend the agency's already substantial reach and influence into the areas of teacher professional development and pupil attainment. An explicitly far tougher framework, the 2012 schedule places far greater emphasis on teaching and learning and on lesson observation as a means of judging teacher effectiveness and pupil attainment whilst concomitantly aiming to enhance the credibility of both judgements and agency by creating an enhanced professional relationship between inspectors and school staff. Drawing on Clarke's theoretical framework of performance paradoxes in public service inspection, this paper argues that in attempting to address concerns over the agencies' independence, the 2012 Inspection Framework and concomitant re-modelling of the inspection workforce serve rather to compound them. The paper concludes that this combined with profound changes in the English educational landscape presents problems for the agency which may in the longer term prove intractable. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
18. Secretary of State's anecdotage fails to impress the Select Committee.
- Author
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Waterman, Chris
- Subjects
EDUCATIONAL change ,BRITISH education system ,BUDGET ,EDUCATION ministers ,COMMITTEES - Abstract
The article presents information on an appearance made by British Secretary of State for Education, Nicky Morgan, before the Select Committee. During the two-hour session, Morgan talked about the White Paper, the proposal of the British Government to reform the school system in Great Britain, and the prominence of education in the budget of Great Britain.
- Published
- 2016
19. Continuing the conversation: British and Japanese progressivism.
- Author
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Yamasaki, Yoko
- Subjects
PROGRESSIVE education ,HISTORY of education policy ,BRITISH education system ,EDUCATION ,EDUCATIONAL change ,SCHOOL building design & construction ,PRIMARY schools ,HISTORY - Abstract
This paper offers an account of the historic and ongoing international interchange between Britain and Japan in the field of progressive education. Concentrating on the last half-century, it takes two reference points from Roy Lowe’s writings in 1977 and 2006. Eveline Lowe Primary was a newly built model progressive school when documented by him in a seminal work on school architecture, later becoming a key point of interest for Japanese educationists. The British educational policy context against which this exchange of ideas and practices occurred was later documented by Lowe in a major book. Contemporaneous debates and events within Japanese society and government meanwhile provided the impetus for networks of research and transmission of progressive practices. The most recent turn in the narrative presented here demonstrates Japanese support for independent progressive practice continuing in the UK. Responding to an extensive historical research literature on transnational migration of educational ideals and practices this paper constitutes a micro-study that draws on personal memory, oral testimony, records of classroom observation on site and by means of video-conferencing, in addition to more formal documentation of conference proceedings and policy-making. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
20. From HORSA huts to ROSLA blocks: the school leaving age and the school building programme in England, 1943–1972.
- Author
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Cowan, Steven, McCulloch, Gary, and Woodin, Tom
- Subjects
SCHOOL building design & construction ,EDUCATIONAL change ,SECONDARY education ,BRITISH education system ,EDUCATIONAL planning ,EDUCATION policy ,TWENTIETH century ,HISTORY of education - Abstract
This paper examines the connections between the school building programme in England and the raising of the school leaving age (ROSLA) from 14 to 15 in 1947 and then to 16 in 1972. These two major developments were intended to help to ensure the realisation of ‘secondary education for all’ in the postwar period. The combination led in practice to severe strains in the education system as a whole, with lasting consequences for educational planning and central control. ROSLA was a key issue for the school building programme in terms of both finance and design. School building was also a significant constraint for ROSLA, which was marred by temporary expedients in building accommodation both in the 1940s with ‘HORSA huts’ and in the 1970s with ‘ROSLA blocks’, as well as by the cheap construction of new schools that soon became unfit for purpose. Together, school building needs and ROSLA helped to stimulate pressures towards centralisation of planning that were ultimately to undermine postwar partnerships in education, from the establishment of the Ministry of Education’s Architects and Building (A&B) Branch in 1948, through the Crowther Report of 1959 and the Newsom Report of 1963, to the assertion of central state control by the 1970s. The pressures arising from such investment and growth in education again became a key issue in the early twenty-first century with the Labour Government’s support for raising the participation age to 18 combined with an ambitious ‘Building Schools for the Future’ programme. The historical and contemporary significance of these developments has tended to be neglected but is pivotal to an understanding of medium-term educational change in its broader policy and political contexts. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
21. Sensing the realities of English middle-class education: James Bryce and the Schools Inquiry Commission, 1865–1868.
- Author
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McCulloch, Gary
- Subjects
BRITISH education system ,EDUCATION of the middle class ,SENSES ,LITERARY realism ,REALISM in art ,EDUCATIONAL change ,SENSE organs ,SECONDARY education ,NINETEENTH century ,HISTORY of education - Abstract
This paper explores the contribution of James Bryce as an Assistant Commissioner to the Taunton Commission from 1965 to 1868. It highlights his criticisms of the English middle class and of middle-class education represented in the endowed grammar schools of Lancashire, England. These criticisms were based partly on finely detailed observation of the buildings of these schools in their local and geographical settings. They also drew on acutely developed responses of a sensory and emotive nature relating to a broad sensory register of sight, sound, taste, touch and smell. The paper therefore helps to develop the potential value of sensory history in the history of education well as to provide a detailed examination of middle-class education in England in the 1860s. It also suggests that the realism characteristic of mid-Victorian writing and art may help to shed further light on the nature and experience of schooling in this period. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
22. Partnership working in delivering social inclusion: organizational and gender dynamics.
- Author
-
Clegg, Sue and McNulty, Katie
- Subjects
EDUCATIONAL change ,BRITISH education system - Abstract
The paper reports on an in-depth evaluation of a Single R egeneration Fund Budget funded partnership based on individual and community education as a means of promoting social inclusion. Partnership has become the preeminent mechanism for furthering the UK Government's social inclusion agenda. The paper focuses on the dynamics of partnership itself at management level. Bourdieu's concept of habitus is drawn upon in thinking about some of the processes facilitating or hindering partnership working. In particular, the paper draws attention to gender dynamics in partnership working and the ways in which these interact with organizational and professional practices. The article postulates that connections established prior to the formal partnership constituted cultural capital, which was transferred to the partnership. In particular, it was found that gender networks and practices constitute an important source of skills and dispositions. This way of viewing partnership working contributes to debates about sustainability, since it suggests that personal qualities that are essential to project success are a transferable resource and that there is a pool of cultural capital based on previously existing social networks that may transcend organizational and professional boundaries. The paper suggests that practices and networks on the ground may survive changes in both the language of public policy and models of implementation. [ABSTRACT FROM AUTHOR]
- Published
- 2002
- Full Text
- View/download PDF
23. Weekly Consultations -- Whitehall.
- Subjects
EDUCATION policy ,BRITISH education system ,CHILD protection services ,SCHOLARSHIPS ,SPECIAL education ,LEGAL status of juvenile offenders ,EDUCATIONAL change ,GOVERNMENT policy - Abstract
The article discusses consultations by the British government on education and children's services from November 25-29, 2013. Topics addressed include how the Education Support Grant (ESG) could be set up to ensure it stays within its budget, proposed changes to the special education needs (SEN) framework under the Children and Families Bill, and the Ministry of Justice's proposed approach to managing young adults in custody. Also mentioned is a reform program for A levels.
- Published
- 2013
24. What happened to the Beacon schools? Policy reform and educational equity.
- Author
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Smith, Emma
- Subjects
EDUCATIONAL change ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL equalization ,ACADEMIC achievement ,SECONDARY education - Abstract
This paper considers the impact of the Beacon schools initiative on the social and academic characteristics of secondary schools in England. The Beacon schools programme ran from 1998 to 2004 and epitomised the (then) Labour government’s focus on school improvement through diversity, collaboration and partnership. This paper looks at variation in the academic and social characteristics of the 322 secondary Beacon schools over a nine-year period. The findings show that Beacon schools were among the most advantaged state schools in England and while they continue to outperform the general school population, the data suggest that the performance gap has decreased and there is little evidence that Beacon status conferred an advantage on schools, in terms of standard measures of academic success. The Beacon school initiative exemplifies some of the key issues with policy based education reform. First, its emphasis on collaboration provokes tensions between schools that are increasingly in competition with each other. Secondly, clearly defined and measurable medium and long term outcomes for the initiative were not prescribed, thus making it difficult to determine the efficacy of the intervention. Finally, that the initiative did not appear to have any appreciable effect on the social and academic characteristics of the Beacon schools raises issues about the usefulness of externally prescribed interventions and the potential that they have to make a real difference to educational equity. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
25. Continuity and Change in English Further Education: A Century of Voluntarism and Permissive Adaptability.
- Author
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Bailey, Bill and Unwin, Lorna
- Subjects
FURTHER education (Great Britain) ,VOCATIONAL education ,UNIVERSITIES & colleges ,EDUCATIONAL change ,EDUCATION policy ,BRITISH education system ,TWENTIETH century ,HISTORY of education - Abstract
This paper argues that the evolution of further education colleges in England is marked by both continuities and change, and provides evidence to show that they retain many of the characteristics and the underlying rationale present at the turn of the twentieth century. A defining characteristic remains the colleges’ need to respond to student demand in a continued climate of voluntarism and lack of policy commitment to the education of young people beyond school-leaving age. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
26. Changing policy, legislation and its effects on inclusive and special education: a perspective from Wales.
- Author
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Ware, Jean
- Subjects
BRITISH education system ,EDUCATION policy ,EDUCATIONAL change ,SPECIAL education ,LANGUAGE policy ,INCLUSIVE education ,WELSH language ,TEACHER education ,CHILDREN ,TEENAGERS ,ADULTS ,PRIMARY education ,SECONDARY education - Abstract
This article, by Jean Ware of Bangor University School of Education, examines policy developments in education in Wales since devolution, and their implications for inclusive and special education. This is set in the context of the demographics of Wales, which, it is argued, have a significant influence on policy and on the nature of educational provision as a whole. The discussion initially focuses on issues related to the Welsh language. The article then discusses four policy initiatives (the Foundation Phase, the Literacy and Numeracy Framework, the Masters in Educational Practice and the proposed reform of initial teacher education and training), intended to respond to Wales's poor performance in the Programme for International Student Assessment, and their potential impact, as well as the White Paper on reforming the special educational needs system in Wales. It is too soon to discuss the impact of these special educational needs-specific reforms, but the differences from the English special educational needs reforms highlight the inherent tensions in special educational needs systems. It is argued that the Tabberer Report's critique of the teacher education system in Wales, which emphasises the need for teacher education to be strongly connected to relevant research, provides an opportunity to improve the quality of education in Wales for all children; but that considerable investment, and a willingness to address the potential tensions between the different initiatives, is necessary to achieve such an outcome. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
27. Weekly Consultations-Whitehall.
- Subjects
BRITISH education system ,EDUCATIONAL change ,CHILD welfare ,PHYSICAL education ,EDUCATIONAL counseling ,VOCATIONAL guidance ,PORNOGRAPHY & society - Abstract
The article offers information on several consultations provided by the government of Great Britain on education that are undertaken by educational departments and their agencies. Consultations discussed include GCSE Physical Education (short course): Consultation on Conditions and guidance, Child Safety On-line: Age Verification for Pornography, and High Needs Funding Reform.
- Published
- 2016
28. Advancing policy makers' expertise in evidence-use: A new approach to enhancing the role research can have in aiding educational policy development.
- Author
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Brown, Chris
- Subjects
EDUCATION policy ,BRITISH education system ,EVIDENCE-based education ,EXPERTISE ,THEORY of knowledge ,EDUCATIONAL change - Abstract
This paper explores the notion of evidence-informed policy making and the factors that have hindered its development in the UK to date. It then explores Flyvbjerg's notion of phronetic expertise and hypothesises that the learning that accrues from engaging with multiple cases could also lead to policy-makers developing competency in relation to evidence use. As a result, I contend that, given the issues that abound with current attempts to embed and enact evidence informed policy making, the phronetic approach presents an alternative and viable way of establishing enhanced levels of evidence use within educational policy development. As such, the paper not only proposes educational change but as a consequence, it also puts forward suggestions for ways of facilitating more effective educational change in terms of the development of educational policy. In particular, the paper spotlights a need for current thought in this area to move away from rational and linear perspectives, to ones where policy makers are continuously incorporating the most up to date evidence into their thinking, enabling it to be intuitively conjoined with other pertinent and salient factors in order to provide a holistic and well-rounded decision in relation to given issues. I argue that this could occur most effectively via the establishment of policy learning communities and processes to facilitate the creation of knowledge within them. I also suggest that expectations of individuals and organizational cultures will need to change to accommodate participation by policy officials within such communities. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
29. Passion, purpose and school autonomy.
- Author
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Avenell, Ken
- Subjects
BRITISH education system ,BRITISH prime ministers ,EDUCATIONAL change ,TEACHER training - Abstract
The article reports on the white paper presented by the Prime Minister of England, David Cameron, to parliament that signaled a radical reform to their schools. The prime minister proposes that education should continue to raise the quality of new entrants to teaching and reform initial teacher training. It also emphasizes teacher-to-teacher professional development and the creation of schools outside of local authority control.
- Published
- 2014
30. Grasping nettles and slaying dragons.
- Author
-
Wilkins, Raphael
- Subjects
BRITISH education system ,EDUCATIONAL change - Abstract
Comments on the significance of the Green Paper on the education sector in Great Britain. Educational aims; Smokescreen of academic and vocational parity; Significance of the Green Paper for those whom early entry into vocational studies is the most motivating and engaging educational strategy.
- Published
- 2002
31. Fantasies of empowerment: mapping neoliberal discourse in the coalition government’s schools policy.
- Author
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Wright, Adam
- Subjects
EDUCATIONAL change ,EDUCATION policy ,SOCIAL problems ,POSTSTRUCTURALISM ,BRITISH education system - Abstract
The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government’s education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government’s attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of ‘empowerment’, which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful actors who have been freed from legal and bureaucratic constraints forced upon them by central government. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
32. Building a Safe and Confident Future: One Year On-Reflections from the World of Higher Education in England.
- Author
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Lymbery, Mark
- Subjects
SOCIAL work education ,HIGHER education ,SOCIAL services ,EDUCATIONAL change ,SOCIAL services financing ,BRITISH education system ,EDUCATION policy ,EDUCATION of social workers - Abstract
The publication of the detailed proposals of the Social Work Reform Board in England represents an important milestone in the development of social work education. They address many of the recommendations spelled out in the earlier report of the Social Work Task Force. However, in the changed financial context for public services across the UK, the proposals do not contain sufficient detail of how they are to be implemented in an era of austerity. Indeed, some of them-particularly relating to practice learning-would have proved impossible to implement even if the financial climate had not worsened. This paper addresses a number of the key contextual issues that will significantly affect the education of UK social workers in the future, arguing that a failure to resolve the financial problems will inevitably change the dynamics that affect the delivery of social work education. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
33. Is there a crisis in school science education in the UK?
- Author
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Smith, Emma
- Subjects
SCIENCE education ,CURRICULUM ,EDUCATIONAL change ,EDUCATIONAL innovations ,EDUCATIONAL technology ,EDUCATIONAL planning ,BRITISH education system ,TECHNOLOGICAL innovations - Abstract
This paper reviews the extent to which contemporary concerns over the recruitment, training and retention of scientists have persisted among science education policy-makers. Drawing upon key government reports that have been commissioned in order to review the position of science education and training over the last 90 years, we consider the historical context of contemporary “moral panics” about the position of science education in schools. Three themes emerge: the nature and purpose of the school science curriculum, the recruitment of science undergraduates, and the teaching of science in schools. The review suggests that many of the concerns which pre-occupy us today, such as the perceived “quality” of the science teaching workforce, are the very same that existed when science was first introduced as a school subject. This raises issues about the role of policy in influencing educational change more generally but also questions whether there ever was a “golden age” for science education in the UK. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
34. Collegiality in Flux?: The Assimilation of New Management Paradigms and Focus in UK Universities.
- Author
-
Kok, Seng Kiat, Douglas, Alex, and McClelland, Bob
- Subjects
UNIVERSITY & college administration ,UNIVERSITIES & colleges ,CONSTRUCTION planning ,SCHOOL administration ,EDUCATIONAL change ,BRITISH education system - Abstract
Changes in the dynamics of Higher Education management have been a factor that has transformed the hierarchy and governance of UK institutions, moving away from collegial influence and integrity to that of 'managerialised' and business-centred concerns. The contention that university education is increasingly viewed as a commercial entity and product provides additional dilemmas in adhering to previous collegial management structures. Universities today are increasingly required to balance collegial traditions of excellence in learning and knowledge dissemination with the need for financial viability. This paper intends to bring to the fore some of the prevalent issues existent in collegial management alongside the assimilation of commercialised and increased management practices. In addition to this, utilising qualitative interview data collected from a UK wide university study, this paper further aims to provide insights into the current dilemmas of management and organisational change based on the perceptions of staff members operating within the sector. The results highlight growing financial considerations and commercialisation of university education but identifies strong adherence to scholarly integrity and altruistic tendencies. Moreover the paper indicates growing managerial paradigms and rhetoric but posits the existence of sub-structural application of 'pockets of collegiality' embedded in institutional and individual cultures. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
35. GOVERNMENTAL PROFESSIONALISM: RE-PROFESSIONALISING OR DE-PROFESSIONALISING TEACHERS IN ENGLAND?
- Author
-
Beck, John
- Subjects
BRITISH education system ,EDUCATION policy ,TEACHERS ,PROFESSIONALISM ,PROFESSIONS ,MODERNIZATION (Social science) ,EDUCATIONAL change ,HISTORY of political parties ,GOVERNMENT policy - Abstract
This paper draws on recent work by John Clarke and Janet Newman and their colleagues to analyse a relatively coherent governmental project, spanning the decades of Conservative and New Labour government in England since 1979, that has sought to render teachers increasingly subservient to the state and agencies of the state. Under New Labour this has involved discourse and policies aimed at transforming teaching into a ‘modernised profession’. It is suggested that this appropriation of both the concept and substance of professionalism involves an attempt to silence debate about competing conceptions of what it might be to be a professional or to act professionally. The overall process is thus arguably one of de-professionalisation in the guise of re-professionalisation. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
36. A socio-cultural theorisation of formative assessment.
- Author
-
Pryor, John and Crossouard, Barbara
- Subjects
FORMATIVE tests ,EDUCATIONAL tests & measurements ,SUMMATIVE tests ,SCHOLARLY method ,EDUCATIONAL change ,BRITISH education system - Abstract
Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors' empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is seen as taking place when teachers and learners seek to respond to student work, making judgements about what is good learning with a view to improving that learning. However, the theorisation emphasises formative assessment as being a discursive social practice, involving dialectical, sometimes conflictual, processes. These bring into play issues of power in which learners' and teachers' identities are implicated and what counts as legitimate knowledge is framed by institutional discourses and summative assessment demands. The paper argues that, rather than only paying attention to the content of learning, an ambition for formative assessment might be to deconstruct these contextual issues, allowing a critical consideration of learning as a wider process of becoming. The article suggests a model that might be useful to teachers and learners in achieving this. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
37. Consulting pupils in Assessment for Learning classrooms: the twists and turns of working with students as co-researchers.
- Author
-
Leitch, Ruth, Gardner, John, Mitchell, Stephanie, Lundy, Laura, Odena, Oscar, Galanouli, Despina, and Clough, Peter
- Subjects
STUDENT research ,ACTION research ,EDUCATIONAL change ,BRITISH education system ,EDUCATION research - Abstract
Research literature on students as researchers demonstrates a spectrum of constructive ways in which students are being actively engaged in school and classroom action inquiries. Any identified tensions lie in the degree to which students themselves are genuinely engaged as action researchers. Increasingly, externally driven agendas for change and improvement are appropriating action research as means to facilitate teachers in developing new skills and tailor-making national initiatives. According students appropriately democratic roles in such research processes are a lot less evident. This paper illustrates and discusses some of the difficulties, tensions and positive outcomes of engaging with students as co-researchers at Key Stage 3 within a nationally funded project that intersects an action research policy framework supporting the introduction of Assessment for Learning throughout Northern Ireland. Issues discussed include student research advisory groups, students as data gatherers and students acting as co-interpreters of video-taped and image-based classroom data. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
38. Politics, change and compromise: restructuring the work of the Scottish teacher.
- Author
-
Doherty, RobertA. and McMahon, MargeryA.
- Subjects
EDUCATION policy ,TEACHERS ,EDUCATIONAL change ,BRITISH education system ,SCOTTISH politics & government ,EFFECT of education on economic development - Abstract
The restructuring of teachers' work in Scotland, under the reforms of both the New Right and the New Left, has not exhibited the starkness and radical edge evident in the history of reform in England. This paper argues that the professional context of Scotland's teachers has changed, if perhaps in a Caledonian form, under the action of the same forces that have been altering the educational landscape south of the border and internationally. While comparisons with England tend to place Scotland in a more favourable light in relation to the recasting of the professional context of teachers, there is a danger of overstating the social democratic virtues of policy-making and educational reform under New Labour. Three examples are discussed by way of illustrating the performativity climate within which Scotland's teachers now work: the use of development planning, quality indicators and statistical monitoring; the Standards in Scotland's Schools etc. Act 2000; and the agreement on pay and conditions of employment for teachers following from the McCrone report (McCrone, G. A Teaching Profession for the Twenty First Century (Edinburgh, SEED, 2000)). We conceive the role of the teacher as being essentially malleable: what is expected and desired of teachers is susceptible and sensitive to the historically and politically contingent. The paper argues that the professional context of Scotland's teachers has been restructured by the same reform imperatives manifest internationally across education systems. However, the form and constitution of restructuring in Scotland can only be illuminated in relation to the interaction and compromises of such reform imperatives within the national political climate and policy-making process. The paper concludes that this vernacularization of international trends goes some way towards accounting for a distinctive Caledonian form of 'modernization'. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
39. Interactive Whole Class Teaching and Pupil Learning: Theoretical and Practical Implications.
- Author
-
Black, Laura
- Subjects
INTERACTION analysis in education ,TEACHING methods ,TEACHING ,EDUCATION policy ,TEACHER-student relationships ,BRITISH education system ,EDUCATIONAL change - Abstract
Recently, classroom talk has re-emerged within educational policy as instrumental in delivering standards-based reform in several counties. In England, both the National Numeracy and Literacy Strategies and the National Strategy for Key Stage 3 emphasised the importance of 'interactive whole class teaching' (IWT) where 'pupils are expected to play an active part by answering questions, contributing points to discussions, and explaining and demonstrating their methods and solutions to others in the class' (DfEE, 2001: 26). The aim is to increase the quality of teaching and learning in both the primary and secondary classroom by engaging pupils and demanding active participation. This paper explores the pedagogic value of interactive forms of whole class teaching from a sociocultural standpoint and considers whether policy guidelines (such as those referred to above) incorporate an understanding of teacher-pupil talk which is likely to be effective in terms of promoting children's learning. It also considers the potential conflicts and contradictions that the teachers face in implementing guidelines on effective classroom talk in a climate of performance and testing. The paper concludes that interactive whole class teaching can really become an effective mechanism for learning only if certain assumptions regarding its function as a pedagogic tool are challenged within policy guidelines and in day-to-day teaching practices. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
40. Professional learning within multi-agency children's services: researching into practice.
- Author
-
Leadbetter, Jane, Daniels, Harry, Edwards, Anne, Martin, Deirdre, Middleton, David, Popova, Anna, Warmington, Paul, Apostolov, Apostol, and Brown, Steve
- Subjects
BRITISH education system ,PARTNERSHIPS in education ,TEACHER development ,SCHOOL social work ,SOCIAL work theory ,SCHOOL children ,EDUCATIONAL change ,SOCIOCULTURAL factors ,CHILD services - Abstract
Background This article is concerned with professional learning within multi-agency settings. Since the publication of the government document Every child matters in 2003, professionals involved in working with children and young people have been moving into newly organized services that are required to deliver improved services for vulnerable children and their families. Although new ways of professional working are described in the plethora of government guidance that has followed Every child matters, there has been little examination of how this is being achieved in different teams around the country. Purpose This paper describes a current national research project, ‘Learning in and for Inter-agency Working’, which is investigating new ways of learning that develop, while teams of professionals work together around children and young people who are at risk of social exclusion. Programme description The research project is theoretically based and draws upon sociocultural and activity theory research to understand the practices that develop within the different agencies involved. The paper describes the derivation of the theory and the particular aspects of activity theory that are central to the project. In particular, the use of developmental work research (DWR), as the method of intervention with a number of local education authorities, is described and explained. Sample Some of the early work undertaken within phases 3 and 4 of a five-stage project which began in 2004 and ends in 2007 is described. Five different inter-agency teams of professionals working as part of Children's Services, from different geographical locations in England are the participants in the study. Design and methods The research uses activity theory to structure a series of DWR workshops with members of the multi-agency teams. Ethnographic data, including observations and interviews, are collected and form the subject-matter of the workshops. Results The data gathered are used to facilitate workshops where participants discuss their developing working practices and plan changes. The reporting phase of the project, where the findings across all sites will be analysed and summarized is not until mid-2007. However, early themes emerging from the research are included in the paper. These themes include: issues around co-location and co-working, evolving of professional identities, discussion of divisions of labour and professional expertise. These are described and illustrated using data from the research project. Conclusions As this is still ‘work in progress’ no firm conclusions can be drawn. However, it has become clear that new ways of thinking about professional working with children and families is necessary as old ways of working do not necessarily provide better outcomes for children. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
41. Professors and examinations: ideas of the university in nineteenth-century Scotland.
- Author
-
Anderson, Robert
- Subjects
UNIVERSITIES & colleges ,COLLEGE teaching ,BRITISH education system ,HIGHER education exams ,COLLEGE teachers ,EDUCATIONAL change ,YOUNG adults ,HIGHER education ,HISTORY ,NINETEENTH century ,HISTORY of education - Abstract
The separation of examining from teaching, pushed furthest in the ‘examining university’ of which London University, founded in 1836, was the model, was a much-debated principle in nineteenth-century Britain. This separation was generally rejected in Scotland, but only after complex controversies that illustrate how Scots defined their university tradition in comparative terms, and how Scottish developments interacted with those in England and Ireland. Among the issues involved were proposals for a National University or central examining board, and claims that graduates should have a right to give ‘extramural’ teaching in competition with professors. The paper traces this aspect of university reform in Scotland from the 1820s to the 1890s, and argues that the professorial model and the integration of teaching and examining were successfully consolidated and defended. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
42. Greenest of the green.
- Author
-
Tysome, Tony
- Subjects
BRITISH education system ,EDUCATIONAL change - Abstract
Analyzes the Green Paper on 14-to-19 education and training in Great Britain. Fundamental reform in post-compulsory education; Agreement between the Association of Colleges, the Secondary Heads Association and the National Association of Head Teachers to work together for the reform of education and training; Proposals for an overarching matriculation diploma at three levels.
- Published
- 2002
43. A colourful dot on a dreary economic canvas: Building capacity for innovation in schools through the Coach Consult Programme.
- Author
-
Randall, Leisa, Turner, Susannah, and McLafferty, Lyn
- Subjects
EDUCATIONAL psychology ,ACTION research ,EDUCATIONAL change ,SCHOOL improvement programs ,CAREER development ,EDUCATION policy ,BRITISH education system - Abstract
Aim: This paper demonstrates that Educational Psychologists (EPs) are well placed to support the objectives of local authority Education/Childrens' Services in bringing about sustainable, embedded and cost effective systemic change in schools. Method: An innovative method to promoting self-sufficient systemic change owned by school staff is the Coach Consult Programme, described by Balchin et al. (2006). This approach has been used by a Scottish local authority Educational Psychology Service (EPS) since 2002 to train teachers as Project Managers (PMs) to design, deliver, evaluate and disseminate their own tailor-made school projects. Findings: Early results indicated that the Coach Consult Programme was effective in delivering change and had a positive impact on pupils, staff and at the whole school level. Long-term data demonstrated that it is highly effective as a method of professional development and that project management skills developed throughout the training were transferable to other problem areas within the school. There is also evidence that the impact of the projects was sustained in many schools. This demonstrates value for money as a method of continuing professional development, and also effective use of EPs' time. Limitations: The model has adapted and evolved in response to changing priorities with the drive to improve continually in response to feedback. The original evaluation framework was modified, and the process altered depending on the sector taking part, and also the EPs delivering the course. The evaluation was carried out by participants themselves and therefore may be subject to confirmation bias. Conclusions: The impact, value and cost effectiveness of the Programme has been realised by Education/Childrens' Service Managers and EPSs. This model of project management training is now taking root in other local authorities in Scotland and England. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
44. Back to the drawing board? The Government's education plans revised.
- Author
-
Slade, Ken
- Subjects
EDUCATIONAL planning ,CURRICULUM planning ,EDUCATIONAL change ,EDUCATIONAL programs ,BRITISH education system - Abstract
The announcement that the Government has effecively abandoned its 'Educaion for All' Bill, unveiled in the Queen's Speech on 18 May, was made quietly via a writen Parliamentary statement. Its demise, however, does not come as any great surprise. The doomed Bill's origins were in the widely-trumpeted White Paper, Educaional Excellence Everywhere, announced on 17 March by Jusine Greening's predecessor as Educaion Secretary, Nicky Morgan. The most controversial aspect of the White Paper was the proposal that all schools either had to have converted to academy status or have plans in place to do so, by 2022. [ABSTRACT FROM AUTHOR]
- Published
- 2016
45. Quality enhancement: governing student learning.
- Author
-
Gunn, Vicky and Ming Cheng
- Subjects
EDUCATIONAL quality ,EDUCATIONAL attainment ,EDUCATION policy ,BRITISH education system ,QUALITY assurance ,EDUCATIONAL change ,HIGHER education - Abstract
This article provides a critique of current debates about what quality enhancement is for and what it does. It outlines a conceptual framework drawing on different understandings of quality assurance and quality enhancement in higher education, which helps to refine the role of quality enhancement in improving student learning. The paper analyses existing debates on emerging trends in quality assurance and enhancement, particularly within European HE systems, with reference to the relationships between research, education, social and economic cohesion, the changing nature of student representation, and learning analytics. A new balance between assurance and enhancement could reconcile ways of thinking generated by higher education, knowledge structures emerging in research communities within the universities, and methods of enhancing learning and teaching which enable a degree of student-led demand. [ABSTRACT FROM AUTHOR]
- Published
- 2015
46. ‘Slimmed down’ assessment or increased accountability? Teachers, elections and UK government assessment policy.
- Author
-
Bradbury, Alice
- Subjects
EDUCATIONAL evaluation ,EDUCATIONAL accountability ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL change ,PHONICS ,PRIMARY education ,GOVERNMENT policy - Abstract
Since coming to power in 2010, the UK Coalition government in power has implemented a range of reforms in relation to assessment at all stages of education in England. This paper focuses on two assessment reforms relating to children aged five and six years old, and considers their evolution from manifesto commitments to practice in classrooms. These reforms are the introduction of the Phonics Screening Check at age six, and the revised Early Years Foundation Stage Profile at age five. The main focus is on the coherence of these policies, both over time and as part of an overall government strategy on assessment in early years and primary education. It is argued that, despite claims of reducing bureaucracy, these assessment policies are driven by an agenda of increasing accountability in the first years of primary school. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
47. Monopolising the examining board system in England: a theoretical perspective in support of reform.
- Author
-
Kelly, Anthony
- Subjects
STANDARDIZED tests ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL testing services ,PRIVATIZATION ,EDUCATIONAL change ,GOVERNMENT policy - Abstract
The fiascoes that seem to accompany the annual publication of examination results in England, the subsequent inquiries instituted to ensure they 'never happen again' and the Secretary of State's decision, reversed six months later because of fears about possible EU legal challenges, to 'end competition between exam boards' raise some interesting issues about the way Examination Boards (or 'Awarding Bodies') operate in what is partly a competitive and partly a cooperative market. At the operational level, they need to make sufficient profit from the fees they charge schools to operate the assessment and awards system effectively; at the strategic level, they need to police the proliferation of awards so that some reasonable level of efficiency is obtained in the system. This paper models the education awards market such that the implications of the various alternative strategies for achieving the twin objectives of effectiveness and efficiency can be understood. It describes how Awarding Bodies cooperate and compete to maximise profit, and justifies the original decision in September 2012 by minister Gove to create a monopoly in the awards and assessment market. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
48. Time for curriculum reform: the case of mathematics.
- Author
-
Noyes, Andrew, Wake, Geoff, and Drake, Pat
- Subjects
CURRICULUM change ,MATHEMATICS education ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL change ,GENERAL Certificate of Secondary Education ,SECONDARY education ,GOVERNMENT policy - Abstract
Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
49. BELMAS.
- Subjects
EDUCATIONAL leadership ,ASSOCIATIONS, institutions, etc. ,BRITISH education system ,TRUST ,CONTINUING education ,EDUCATIONAL change - Abstract
This article focuses on BELMAS, which is the British Educational Leadership Management and Administration Society. BELMAS brings together a wide cross-section of those in leadership positions in education. Its new chairman is a secondary school head, its outgoing chairman a distinguished academic and researcher and his predecessor was an LEA inspector. This breadth of membership made for a particularly good conference in Milton Keynes at the beginning of October. Keynote addresses from speakers as diverse as Welsh Education Minister Jane Davidson AM and the distinguished American academic, professor Karen Seashore of the University of Minnesota, complemented a wide range of papers.
- Published
- 2003
50. Transcending systems thinking in education reform: implications for policy-makers and school leaders.
- Author
-
Bates, Agnieszka
- Subjects
EDUCATION policy ,EDUCATIONAL change ,EDUCATIONAL planning ,EDUCATIONAL innovations ,BRITISH education system - Abstract
Education policy-makers in the UK have repeatedly stated their central aim as transforming British education into a ‘world-class system’. Over the last 20 years, several large-scale education reforms have brought radical changes to the school curriculum, teacher professionalism and educational leadership. Explicit in these reforms, is the deployment of measurable standards of pupil attainment as a lever for achieving school improvement. However, despite this proliferation of policies, the claims to educational improvement made by policy-makers have been contested. Concerns about the unpredicted and damaging long-term effects of these policies can be linked to the limitations of systems thinking which underpins much of this education reform. A significant flaw of systems thinking is the level of simplification at which policy-makers operate on abstract categories such as standards, as if they were reality. Based on case study research conducted in two primary schools, this paper suggests that the systemic approach adopted by policy-makers may be contributing to an erosion of educational quality and placing potentially damaging expectations on children. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
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